A Comparative Methodological Framework for Analyzing the Impact of Teacher Strikes on Student Learning Outcomes in Kenya and South Africa

Abstract

This methodology article presents a comparative framework for systematically analyzing the recurrent impact of teacher strikes on student learning outcomes in Kenya and South Africa. The persistent challenge of industrial action within the education sectors of both nations disrupts academic calendars, yet a standardized approach for cross-national comparative analysis is lacking. The proposed framework synthesizes a longitudinal, mixed-methods design, integrating quantitative data from national assessments—specifically the Kenya Certificate of Primary Education (KCPE) and South Africa’s Annual National Assessments (ANAs)—with qualitative insights from semi-structured interviews and focus group discussions with education officers, school principals, and teachers. A critical innovation is the incorporation of a contextual comparative analysis that accounts for distinct socio-political histories, unionization patterns, and educational policies shaping industrial relations in each country. The application of this methodology in a pilot study demonstrates its efficacy in revealing not only correlative dips in aggregate test scores following strikes but, more significantly, the nuanced mechanisms through which lost instructional time and psychosocial disruptions affect learner progression. This research provides educational researchers and policymakers across the African continent with a robust, adaptable tool for generating context-sensitive, evidence-based insights. The findings underscore the urgent need for sustainable conflict resolution mechanisms to safeguard educational quality and advance the broader developmental goals articulated in national and continental agendas like Agenda 2063.